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Small wins – Big impact: Narratives from behind the scenes

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Conference

2017 FYEE Conference

Location

Daytona Beach, Florida

Publication Date

August 6, 2017

Start Date

August 6, 2017

End Date

August 8, 2017

Page Count

5

Permanent URL

https://peer.asee.org/29434

Download Count

11

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Paper Authors

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Kelsey Joy Rodgers Embry-Riddle Aeronautical Univ., Daytona Beach

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Kelsey Rodgers is an assistant professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University. She teaches a MATLAB programming course to mostly first-year engineering students. She primarily investigates how students develop mathematical models and simulations and effective feedback. She graduated from the School of Engineering Education at Purdue University with a doctorate in engineering education. She previous conducted research in Purdue University's First-Year Engineering Program with the Network for Nanotechnology (NCN) Educational Research team, the Model-Eliciting Activities (MEAs) Educational Research team, and a few fellow STEM education graduates for an obtained Discovery, Engagement, and Learning (DEAL) grant. Prior to attending Purdue University, she graduated from Arizona State University with her B.S.E. in Engineering from the College of Technology and Innovation, where she worked on a team conducting research on how students learn LabVIEW through Disassemble, Analyze, Assemble (DAA) activities.

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James J. Pembridge Embry-Riddle Aeronautical Univ., Daytona Beach

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James J. Pembridge is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aeronautical University. He earned a B.S. in Aerospace Engineering, M.A. Education in Curriculum and Instruction, and Ph.D. in Engineering Education from Virginia Tech. His research has focused on mentoring as pedagogy for project-based courses and understanding the adult learning characteristics of undergraduate students.

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Leroy L. Long III Embry-Riddle Aeronautical Univ., Daytona Beach

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Dr. Leroy L. Long III is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, FL. He earned his PhD in STEM Education with a focus on Engineering Education within the Department of Teaching and Learning at The Ohio State University (OSU). He earned his Master’s in Mechanical Engineering at OSU and his Bachelors in Mechanical Engineering at Wright State University. Dr. Long is a native of Dayton, OH. He is a proud graduate of Dayton Public Schools and Wright STEPP, Wright State University's Science, Technology, and Engineering Preparatory Program (STEPP).

Dr. Long’s research interests include: (a) technology use, (b) diversity and inclusion, and (c) retention and success, with a particular focus on students in STEM fields. He has conducted and published research with the Movement Lab and Center for Higher Education Enterprise (CHEE) at OSU. Dr. Long has assisted with research, funded by NSF, to study factors that broaden minority student participation and success in STEM fields, (award ID: 1132141).

Dr. Long has taught undergraduates in the First-Year Engineering Program and Department of Mechanical Engineering at OSU and served as a facilitator for both the University Center for the Advancement of Teaching (UCAT) and Young Scholars Program (YSP) at OSU. Furthermore, he has worked in industry at Toyota through participation in INROADS and he has a high record of service with organizations such as the American Society of Engineering Education (ASEE) and National Society of Black Engineers (NSBE). To contact Dr. Long, email: Leroy.Long@erau.edu.

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Matthew A. Verleger Embry-Riddle Aeronautical Univ., Daytona Beach

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Matthew Verleger is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, Florida. His research interests are focused on using action research methodologies to develop immediate, measurable improvements in classroom instruction and the use of Model-Eliciting Activities (MEAs) in teaching students about engineering problem solving. Dr. Verleger is an active member of ASEE. He also serves as the developer and site manager for the Model-Eliciting Activities Learning System (MEALearning.com), a site designed for implementing, managing, and researching MEAs in large classes.

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Heidi M Steinhauer Embry-Riddle Aeronautical Univ., Daytona Beach

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Heidi M. Steinhauer is anProfessor of Engineering, Department Chair of the Engineering Fundamentals Department, co-advisor for the only all-women’s Baja SAE Team, Founding Member of FIRST (Female Initiative Reaching Success Together), and former co-director for GEMS (Girls in Engineering, Math, and Science). Dr. Steinhauer’s awards include the ABET Presidential Award of Diversity and a three time winner of the Women’s Vision Award. She has presented papers at ASEE Annual Conference, the ASEE Global Colloquium, Research in Engineering Education Symposium, Engineering Design Graphics Division Mid-Year Conference, Additive Manufacturers Users Group, and Solid Free-Form Fabrication Symposium. Her research interests center around the development and assessment of students’ spatial visualization skills, the effective integration of 3D modeling into engineering design, and the impact of contextualized hands-on applications on student learning and success. She has taught Engineering Graphics, Introduction to Engineering Design, Automation and Rapid Prototyping, and has developed several advanced applications of 3D modeling courses. Dr. Steinhauer received her B.S. in Aircraft Engineering and her M.S. in Systems Engineering, and her Pd.D. in Engineering Education from Virginia Tech.

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Abstract

Engineering departments are continuously focusing on institutional transformation efforts that lead to lasting impacts that improve the quality of education and the success of undergraduate students. First-year engineering programs are often times a focus of these efforts as they are at the forefront of issues concerning the transition from high school to college, retention of all students especially those populations that are traditionally under-represented in engineering, and developing the foundational engineering knowledge and skills. Through these efforts, many engineering programs have implemented small incremental changes that have resulted in positive lasting effects. Due to the importance of context of these successes, this workshop will utilize a methodology based in narrative in order to develop a deep understanding of problems common to first-year engineering programs and what is the minimum viable solution that other institutions can adopt.

The workshop will be begin with the identification of 2-3 problems critical to the success of first-year engineering programs. Participating institutions will then tell in-depth stories of their experiences with the problem and their approaches to the solution. Using these narratives, the facilitators will begin to identify common themes and key features to those solutions. At the conclusion of the workshop, facilitators will generate info-graphics that will be distributed to the participants of both the workshop and the FYEE attendees.

Rodgers, K. J., & Pembridge, J. J., & Long, L. L., & Verleger, M. A., & Steinhauer, H. M. (2017, August), Small wins – Big impact: Narratives from behind the scenes Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29434

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